Implementing OutcomeBased Education Where are We Where are

Implementing Outcome-Based Education Where are We? Where are We Going? Angela HO, EDC 21 November 2007 1

Implementing Outcome-Based Education – Where are We? Where are We Going? By the end of the session, you will be able to l Review the developments in OBE in Poly. U and in your department / programme / subject with reference to a 4 stage model (an advanced preparation for the QAC Audit) l Identify gaps for further efforts in OBE in your department / programme / subject (could lead to proposals for OBA projects) NOTE: l This session is NOT intended to address ‘How to do it? ’ 2

OBA Funding 2007 -08 l $10 m for 2007 -08 to be distributed by the “Working Group on Outcome-Based Education” l Call for Proposals in November 2007 l Deadline for application 31 January 2008 l Priorities of this round of funding – developing generic learning outcomes – Assessing programme outcomes – Aligning teaching & assessment with intended learning outcomes – Curriculum mapping l EDC will provide assistance in preparation of proposals 3

Essentials of outcome-based approach to student learning In your groups: l suggest words, phrases which are important for outcome-based approach to student learning 4

Outcome-Based Approach to student learning– Functions and Focuses Two main functions a) (QE) Quality Enhancement b) (QA) Quality Assurance Diversity of focuses l l l USA – Institution accreditation (Assessment) Australia – Graduate Attributes Bologna Process in Europe – Qualification Framework Professional bodies, e. g. ABET – Programme Accreditation Poly. U – improvement of learning 5

Outcome-based approach to student learning: a 4 -stage model Define intended learning outcomes Design curriculum, teaching, learning & assessment to support attainment of outcomes Collect data on student attainment of outcomes Outcomes Assessment Mapping & Alignment Use data to inform improvement of programmes 6

Implementing Outcome-Based Education Where are we? Where are we going? 7

How shall we proceed? l Use the 4 -stage model as framework l Review milestones in implementing OBE in Poly. U on a) Accomplishments and setbacks/challenges b) Engagement of staff l Small group: a) Share experience from your department/ programme/subject b) Brainstorm areas where further work needs to do done 8

Implementing OBE in Poly. U Milestones 1. Curriculum Revision - documentation a) Revise programme documents to outcome-based 2004 - 05 2. Implementation, monitoring & Internal QA b) Implement OBA programmes & adopt CRA c) Develop institutional learning outcomes assessment plan From Sept 05 In progress 3. Responding to UGC’s promotion of OBA d) Setting up of Working Group on Outcome-Based Education Mar 2007 e) Appointment of OBE Champions Mar 2007 4. OBA Funding f) 1 st round: Business Plan to include promotion of OBE ($5 m) May 2007 g) 2 nd round: Call for Proposals 2007 -08 ($10 m) Nov 2007 5. Quality Assurance Council Audit (2 years ahead) h) Submit institution self-assessment report Early 2010 9

Outcome-based approach to student learning: Stage 1 Define intended learning outcomes 10

Programme outcomes l Mostly well written, including – knowledge & professional competences – Attributes for all-roundedness Aligned with Poly. U role statement: ‘Developing all-round students with professional competence’ l 11

Common misalignments between subject outcomes and programme outcomes Programme outcomes Subject outcomes In terms of professional Mainly in terms of academic a competence e. g. apply, solve, knowledge, e. g. know, design, decide understand (content focus) The professional competence implies higher level b understanding & higher level intellectual skills, e. g. analyse, evaluate c Attibutes for all-roundedness properly defined Commonly, overuse of action verbs for lower level understanding, e. g. describe, identify Problems associated with attributes for all-roundedness - missing, - confused with professional 12

Outcome-based approach to student learning: Stage 2: Define intended learning outcomes Design curriculum, teaching, learning & assessment to support attainment of outcomes Mapping & Alignment 13

Documentation in curriculum revision exercise l Description of major teaching & learning methods with justification that they are conducive to the attainment of intended subject outcomes l Description of major assessment methods with justification that they are suitable for assessing the intended subject outcomes 14

Implementation in the subjects – Aligning teaching & assessment with intended outcomes l l l Generic competence – Big challenge to integrating development of generic competence into academic subjects Professional competence – Plenty of rooms for improvement Big variations – Many good examples – Many ‘practice as usual’ 15

Curriculum mapping Key: I = Introduced; R = Reinforced; A = Assessed Programme leader’s effort ? OR l Programme team’s effort? l 16

Outcome-based approach to student learning: 4 essential elements Define intended learning outcomes Design curriculum, teaching, learning & assessment to support attainment of outcomes Collect data on student attainment of outcomes Outcomes Assessment Alignment 17

Outcomes assessment “Outcome assessment is not about examination” (M. Stone, General Secretary, UGC, speech presented in the Poly. U OBE Symposium, 15 Dec 2005) “…the process of assembling broader evidence of programme or institutional effectiveness that goes beyond the performance of individual students. ” (Ewell, UGC Consultant on Student Learning Outcomes, 18

Programme outcome assessment methods l Capstone project / experience l Workplace assessment l Student portfolio assessment l Embedded assessment of programme outcomes within subject assessments l … 19

Programme outcome assessment l Quite a number of programmes have final year project (authentic, holistic assessment of overall outcomes for the programme) ¬ Other than this – generally little development ¬ Low level of ‘know-how’ across the University 20

Outcome-based approach to student learning: 4 essential elements (Poly. U’s model) Define intended learning outcomes Design curriculum, teaching, learning & assessment to support attainment of outcomes Collect data on student attainment of outcomes (Outcomes Assessment) Mapping & Alignment Use data to inform improvement of programmes 21

An outcome-based approach to QA l Articulation of intended learning outcomes and alignment as a major criterion for programme planning and validation l Student learning outcomes data as performance indicator in the QA report l DAA and DA explicitly review outcomes and alignment l …… 22

QAC audit methodology Adopts an outcome-based approach l What is the institution’s purpose? [Clear articulation of mission, objectives, intended student learning outcomes] l What does the institution do, and how, to achieve its purpose? [Alignment of plans, policies, procedures, programmes and activities with mission and objectives] l How does the institution measure achievements of its purpose and what evidence is there that the objectives are being met? [Appropriateness and adequacy of outcomes assessment methods, standard, evidence, external benchmarking] l What processes are in place for improvement? [Effectiveness in analysing and using the SLO data to effect improvement] 23

Call us later! Proposal formulation suppor can be provided upon request 24

Outcome-Based Education In-Kind Support Team Coordinator: Dr. Angela Ho x 6282 etangela Kevinia Cheung x 4413 etcheung Dr. Chak Chung x 6273 etchak Miranda Fung X 6299 etmifung Nancy Lee x 6276 etnancy Kenneth Tam x 4103 etkentam Team members: 25

Functioning knowledge (Biggs) Functioning Knowledge Able to judge what knowledge / skills to apply Able to apply such knowledge / skills effectively Conditional Knowledge Academic Knowledge Procedural Knowledge 26

From knowledge to competence “For what purpose do the students need to know this? ” Poly. U subject: BRE 419 Value Management (With acknowledgements to Professor Geoffrey Shen) Old version Revised outcome statements 1. Understand the concepts of 1. Understand the Value Management with emphasis Management methodology on Function Analysis and Life 2. Conduct function analysis and Cycle Costing. life-cycle costing for a project or part of a project 2. Understand the use of Value Management in different phases of a project life-cycle 3. Apply VM to construction company business situations and technical situations. 3. Organise & manage Value Management workshops in different phases of a project life cycle 4. Ensure value for money for projects by applying value management tools in business 27

Levels of Understanding “What do you mean by understanding in your subject? ” Qualitative Extended learning abstract outcome understanding Relational understanding Quantitativ Knowing e learning more facts outcome Relate to other information & theories e. g. generalize, criticize, hypothesize, reflect See relationship among facts taught e. g. compare, contrast, explain cause, relate, apply, analyse Recall a mass of information e. g. identify, list, describe, combine, do algorithms (simplified from Biggs’ SOLO Taxonomy) 28